Asperger Syndrome From Diagnosis to Independence Part 2: Social Development

San Antonio Public Library Informational Summer Series

This summer Aspergers101 hosted a free informational series on Aspergers at the San Antonio Public Library. We have recorded each of these valuable sessions in video and powerpoint format so that you can have access to them at any time. Below, watch the second workshop from our Informational Summer Series on Aspergers focusing on social development.

First, Jennifer and Sam Allen discuss important strategies for parents, professionals, and peers to utilize when socializing with those with Aspergers. Next, Louise O’Donnell, Ph.D. Neuropsychologist and Assistant Professor at UT Health Departments of Psychiatry and Pediatrics talks about the neurological aspects of social development for those with Aspergers and Autism.

The following are excerpts from Jennifer and Sam Allen’s powerpoint presentation on social development. 

The Chill Pass: “Borrow From Tomorrow”

After looking at student data, it was determined for a particular student that 4 chill passes would be sufficient for the morning and 4 more for the afternoon. If she did not use her morning chill passes, then she could add them to the afternoon allotment, especially since afternoons were her most difficult time. Her 4 chill passes included one for 2 minutes, one for 3 minutes, one for 5 minutes and another for 10 minutes.

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She learned the concept of how to use the chill passes quickly and would evaluate the situation carefully before deciding which amount of time she would need in the chill zone. For this student, the teacher also added the feature of combining her chill passes so that she could choose a maximum amount of time of 20 minutes in the chill zone at one time if the situation called for such measures.

Friendship with Autism and Different Peer Groups

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Nikki J. is a comic artist that uses comedy to depict her personal experiences living with Autism. You can read more of Nikki’s posts on Aspergers101 here and find the rest of Nikki’s comics on her webpage here.

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Besides, this, there was another time I made friends with someone 10 years younger than me. It was fun to just forget about the adult world and have fun wrestling on their trampoline or skating the local streets.

While kids can be very judgmental, I often found that the younger crowd didn’t care or question the fact that I was older than them, or see a problem with it. I never saw a problem with it, either. Friends were friends no matter what age they were.

It was also less social pressure hanging out with my younger friends.

by Nikki J

Moving Beyond Black and White Thinking and Learning to Live in the Gray Area: Using Floortime as ABA Tactic

Once a child is becomes more competent in his or her ability to think multi-causally, the next focus of higher level social-emotional thinking is the capacity to understand the gray areas of life. Adolescents and young adults with Aspergers or HFA are especially prone to hitting an emotional rut when speaking in terms of “never” and “always”—hallmark terms associated with “black and white” thinking.

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“He never calls on me during class” or “She always gets to play the game first” are common phrases that parents or peers hear when the speaker’s ability to think and feel in more varied degrees is constricted. Not only is this harder to negotiate socially for the partner, but it’s not a very fun state for the black and white thinker either. Such polarized patterns of thinking can lead to social isolation brought on by the extremity of the speaker’s emotional response.

Asperger Syndrome From Diagnosis to Independence Part 1: Diagnosis

San Antonio Public Library Informational Summer Series

This summer Aspergers101 hosted a free informational series on Aspergers at the San Antonio Public Library. We have recorded each of these valuable sessions in video and powerpoint format so that you can have access to them at any time. Below, watch the first workshop from our Informational Summer Series on Aspergers focusing on diagnosis in childhood. First, Jennifer and Sam Allen discuss the initial steps of recognizing signs of Autism in a child and seeking a diagnosis. Next, Berenice de la Cruz, Ph.D., BCBA-D and COO of Autism Community Network, gives details on the diagnosis process and the medical terminology behind Autism and Aspergers.

The following checklist for Autism and Asperger behavioral signs comes from Jennifer and Sam’s powerpoint. This checklist is not meant to be used as a professional or standalone diagnosis, but rather as a helpful guide that can support you in your journey of diagnosis for your child.

Advice From a College Professor of Students on the Autism Spectrum

Dr. Julio Alves, of Marshall University, has worked extensively with college students diagnosed with ASD in his role as instructor of Classical Guitar Music Theory. Students who pursue a degree in Fine Arts face a significant hurdle in that they must pass both academic and rigorous performance evaluations to graduate.

A video interview with Dr. Alves can be seen below.  The video isn’t professionally edited; in fact, the camera is a little shaky and the transitions between questions aren’t perfect.

Oh, but the content!

The insight and advice shared by Dr. Alves is worth sitting through twelve minutes of less-than-perfect editing. Some gems to watch out for:

  • At the 1:25 mark, Dr. Alves describes his initial anxiety upon learning that he would be providing instruction to one or more guitar majors diagnosed with ASD. He points out that his training to be a college professor did not include learning to teach students with ASD, and he felt both excited and afraid of the challenge.
  • At the 2:30 mark Dr. Alves states that he, as a teacher, may have learned more from the student (about himself, and his ability to teach) than the student learned from him.
  • At the 3:20 mark he explains the initial doubts he had about how well students with ASD could perform in college, and how that bias changed over time.
  • At the 4:35 mark Dr. Alves discusses the importance of relationship development with students. He provides a real-life anecdote that beautifully illustrates the importance of relationship building, and explains how professors must take the lead in building the relationship. The story also proves how well students with ASD can perform in the classroom when information is crafted to fit their learning styles.
  • At 9:27 Dr. Alves provides some basic tips to professors who teach college students living on the autism spectrum. He emphasizes the importance of creating a learning environment that feels comfortable and safe for students.

Video link: https://www.youtube.com/watch?v=VeWo0B5qolo

by Dr. Marc Ellison

The Ups and Downs of Parenting ASD Children: Those Kind of Days

Some days I wake up and feel truly blessed. I mean it. When I look back on the early days, I remember being so very overwhelmed. These days, those kind of days, are few and far between. If I could tell my younger self a few golden words of wisdom, I would tell her: “You Got This!”

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At the time, it felt insurmountable. It felt like a bad joke that these littles were placed into my care. Like there were so many other factors that made my life difficult, why would God want to put them into our lives. Well, I guess it was so I could grow. A seed grows better with a little manure.

I remember times when my kids would have meltdowns in the middle of the market.

A Personal Perspective of Life on the Spectrum: Time and Chance in All

Our increased knowledge about autism has profound implication. So in addition to discussing problems that specifically affect autistic individuals, we should explore what the mere existence of the autism spectrum can teach us about a wide range of social, cultural, political, and even philosophical issues.

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Autism is a spectrum disorder, meaning it affects each person in a different way. That being said, there are certain overriding traits that unite those of us on the autism spectrum.

Choosing Not to Disclose Your Disability in the Workplace

In previous blogs we have discussed full disclosure of your disability, partial disclosure of your disability and different ways to go about deciding whether or not you should disclose. In the last blog we talked about the SODAS method for disclosing. One of the options was to not disclose it all.

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Some individuals that I work with feel like like this is the best route to go when they start a new job. If you choose not to disclose, as I have said before, it is a personal decision and should be carefully considered . . .

Getting an ASD Diagnosis in Elementary School: A Crucial Window of Time

Going through the Kinder through third grade for my Aspergers son was by far our (and his) most difficult time. A perfect storm comes together for the parent, the teacher and especially the undiagnosed child on the higher end of the autism spectrum when beginning the school age years.

Kindergarten teacher reading to children in library

Often thrust into a social situation where no one has a clue that autism even exists can easily mask itself as bad behavior. This crucial window of time has been my inspiration to create Aspergers101 so that you can have more information at your fingertips than we did! The signs could come earlier if your child is in day-care or daily with other children. Although our son (who was our first) did show early signs…it didn’t become ‘in our face’ until he started public school.